MARC Record from marc_columbia

LEADER: 05820cam a2200613 i 4500
001 15665961
005 20211119090240.0
008 150501t20152004mdu b 000 0 eng
010 $a 2015017436
024 $a99988450591
035 $a(OCoLC)ocn908311203
040 $aDLC$beng$erda$cDLC$dYDX$dYDXCP$dBTCTA$dBDX$dOCLCF$dSTJ$dNBU$dGYG$dCDX$dZLM$dOCLCQ$dCTU$dGCB$dOCLCQ$dUKMGB$dS1C
019 $a908071266
020 $a9781610489881$q(cloth ;$qalk. paper)
020 $a1610489888$q(cloth ;$qalk. paper)
020 $a9781610489898$q(pbk. ;$qalk. paper)
020 $a1610489896$q(pbk. ;$qalk. paper)
020 $z9781610489904$q(electronic)
035 $a(OCoLC)908311203$z(OCoLC)908071266
042 $apcc
043 $an-us---
050 00 $aE98.T77$bG73 2015
082 00 $a323.1197/073$223
100 1 $aGrande, Sandy,$d1964-$eauthor.
245 10 $aRed pedagogy :$bNative American social and political thought /$cSandy Grande.
246 30 $aNative American social and political thought
250 $aTenth anniversary edition.
264 1 $aLanham :$bRowman & Littlefield,$c[2015]
264 4 $c©2004
300 $axx, 326 pages ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 303-317).
505 00 $tMapping the Terrain of Struggle : From Genocide, Colonization, and Resistance to Red Power and Red Pedagogy. Critical theory, Red Pedagogy, and indigenous knowledge : the missing links to improving education : response 1 /$rJohn Tippeconnic III --$tColonialism undone : pedagogies of entanglement : response 2 /$rAlyosha Goldstein --$tCompeting Moral Visions : At the Crossroads of Democracy and Sovereignty. At the crossroads of constraint : competing moral visions in Grande's Red Pedagogy : response 1 /$rAudra Simpson --$tRed bones : toward a pedagogy of common struggle : response 2 /$rPeter McLaren --$tRed Land, White Power. Where there is no name for science : response 1 /$rGregory A. Cajete --$tRed land, living pedagogies : re-animating critical pedagogy through American Indian land justice : response 2 /$rDonna Houston --$tAmerican Indian Geographies of Identity and Power. Reframing the geographies of power : indigenous identities and other Red Pedagogical paradoxes : response 1 /$rJodi A. Byrd --$tSituating the grip of identity : response 2 /$rLeigh Patel --$tWhitestream Feminism and the Colonialist Project : Toward a Theory of Indigenísta. Challenging whitestream feminism : response 1 /$rEve Tuck --$tThe indigenous feminist revolution : response 2 /$rAndrea Smith --$tBetter Red than Dead : Toward a Nation-Peoples and a Peoples Nation. The dream of sovereignty and the struggle for life itself : response 1 /$rMalia Villegas --$tRefusing colonialism and resisting white supremacy : a collaborative project : response 2 /$rKevin Bruyneel --$tTeaching/Learning Red Pedagogy. The Red Atlantic dialogue : response 1 /$rRobert Stam and Ella Shohat --$tMii gaa-izhiwinag : And Then I Brought Her Along : response 2 /$rMary Hermes --$tRed Pedagogy : reflections from the field : response 3 /$rSweeney Windchief, Jeremy Garcia, and Timothy San Pedro --$tMobilizing transgression : Red Pedagogy and Maya migrant positionalities : response 4 /$rFloridalma Boj Lopez --$tKeep calm and decolonize : response 5 /$rLakota Pochedly --$tTeaching Red Pedagogy : response 6 /$rMary Louise Pratt.
520 $aRed Pedagogy: Native American Social and Political Thought is a groundbreaking text that explores the intersection between dominant modes of critical educational theory and the sociopolitical landscape of American Indian education. Sandy Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socioeconomic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While Grande acknowledges the dire need for practical community-based research, she maintains that the global encroachment on Indigenous lands, resources, cultures, and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions--From back cover.
650 0 $aIndians of North America$xPolitics and government.
650 0 $aIndians of North America$xEducation.
650 0 $aIndian philosophy$zUnited States.
650 0 $aSelf-determination, National$zUnited States.
650 0 $aMulticultural education$zUnited States.
651 0 $aUnited States$xRace relations.
651 0 $aUnited States$xSocial policy.
651 0 $aUnited States$xPolitics and government.
650 7 $aIndian philosophy.$2fast$0(OCoLC)fst00969168
650 7 $aIndians of North America$xEducation.$2fast$0(OCoLC)fst00969714
650 7 $aIndians of North America$xPolitics and government.$2fast$0(OCoLC)fst00969875
650 7 $aMulticultural education.$2fast$0(OCoLC)fst01028816
650 7 $aPolitics and government.$2fast$0(OCoLC)fst01919741
650 7 $aRace relations.$2fast$0(OCoLC)fst01086509
650 7 $aSelf-determination, National.$2fast$0(OCoLC)fst01111610
650 7 $aSocial policy.$2fast$0(OCoLC)fst01122738
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
852 00 $bbar$hE98.T77$iG73 2015